Relational aggression was studied within classroom environments by examining individual and
classroom correlates among 2731 children (3rd–5th graders) during two successive measurement years.
Multilevel analyses yielded small gender differences for relational aggression, indicating that such
aggressive behavior was more associated with girls as compared to boys. Findings further demonstrated
that relational aggressionwas positively associated with perceived popularity and peer rejection. Relational
aggression was also found to be highly stable over time. Additionally, higher classroomaggression norms,
reflected by the classroom level for relational aggression, were associated with increased relational
aggression in children. Although variation in relational aggression was situated both at class- and
individual-level, differences between individuals were considerably larger than differences between
classes. Limitations and further research suggestions are provided and practical implications are discussed.